The School of Education of the Austral University presented an innovative indicator that seeks to make visible the inequality in the learning trajectories of Argentine studentsOn Teachers’ Day, we seek to raise awareness about the quality of education in Argentina.
The indicator was launched with the aim of Analyze the difference in the proportion of children and young people who achieve minimum learning levels throughout their school career, comparing the most vulnerable students with the least vulnerable.
To do this, it analyses the learning gap between these groups throughout their school career, focusing on the 2011-2022 cohort. Microdata from three assessments at different points in time were analysed: third grade (TERCE), sixth grade of primary school (Aprender) and sixth year of secondary school (Aprender)comparing minimum performance levels between the most and least vulnerable students.
Sampling is known within the framework of Teachers’ Daya date on which homage is paid to those who dedicate themselves to teaching professionally, and in light of the need to reflect on the educational inequalities that persist in the country. In response to this challenge, the Drs. Eugenia Orlicki and Cecilia Adrogué, teachers of the School of Education of the Austral Universitydeveloped this research.
“Research reveals that, in Languageapproximately 70% of the less vulnerable students achieve the minimum learning levels at the three times assessed. In contrast, among the most disadvantaged students, the percentage of those who achieve the minimum knowledge decreased from 50% in third grade to 34% in sixth grade. This difference translates into a 47% increase in the gap throughout the school career in Language,” explained the Dr. Adrogué.
In the case of Mathematicsthe results are even more worrying. “In third grade, 72% of the least vulnerable students reach the minimum level, while, among the most vulnerable, this percentage is 49%. However, in sixth grade, these percentages fall dramatically to 36% and 5%, respectively. This reflects an alarming increase of 655% in the gap throughout the school career in Mathematics,” said the Dr. Orlicki.
The indicator highlights the Urgent need to address educational inequalities in Argentinahighlighting the importance of policies and practices that promote more equitable and accessible education for all, as well as the urgency of improving learning in mathematics.
For this reason, in this Teachers’ DayMore than ever, we reaffirm our commitment to working towards an educational system that provides equal opportunities to all students, regardless of their socioeconomic background.
Source: Ambito
